Martin Agran

4.9k total citations
104 papers, 3.4k citations indexed

About

Martin Agran is a scholar working on Safety Research, Developmental and Educational Psychology and Education. According to data from OpenAlex, Martin Agran has authored 104 papers receiving a total of 3.4k indexed citations (citations by other indexed papers that have themselves been cited), including 64 papers in Safety Research, 33 papers in Developmental and Educational Psychology and 21 papers in Education. Recurrent topics in Martin Agran's work include Disability Education and Employment (59 papers), Behavioral and Psychological Studies (30 papers) and Family and Disability Support Research (18 papers). Martin Agran is often cited by papers focused on Disability Education and Employment (59 papers), Behavioral and Psychological Studies (30 papers) and Family and Disability Support Research (18 papers). Martin Agran collaborates with scholars based in United States and Russia. Martin Agran's co-authors include Michael L. Wehmeyer, Carolyn Hughes, James E. Martin, Susan B. Palmer, Dennis E. Mithaug, Michael L. Wehmeyer, Sandra Alper, Susan R. Copeland, Charles L. Salzberg and Frank R. Rusch and has published in prestigious journals such as Journal of Applied Behavior Analysis, Exceptional Children and Research in Developmental Disabilities.

In The Last Decade

Martin Agran

101 papers receiving 2.8k citations

Peers

Martin Agran

DEP

EDUCA

Carolyn Hughes United States

David W. Test United States

Martha E. Snell United States

Lynn Newman United States

Frank R. Rusch United States

Ellen Brantlinger United States

Martha L. Thurlow United States

Katja Petry Belgium

James E. Ysseldyke United States

Michael F. Giangreco United States

Carolyn Hughes United States

Martin Agran

1.9k ×0.8

1.2k ×1.1

DEP

1.1k ×1.0

EDUCA

1.5k ×1.5

438 ×0.7

Citations per year, relative to Martin Agran Martin Agran (= 1×) peers Carolyn Hughes

Countries citing papers authored by Martin Agran

Since Specialization

Citations

This map shows the geographic impact of Martin Agran's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Martin Agran with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Martin Agran more than expected).

Fields of papers citing papers by Martin Agran

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Martin Agran. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Martin Agran. The network helps show where Martin Agran may publish in the future.

Co-authorship network of co-authors of Martin Agran

This figure shows the co-authorship network connecting the top 25 collaborators of Martin Agran. A scholar is included among the top collaborators of Martin Agran based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Martin Agran. Martin Agran is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Kurth, Jennifer A., Tyler A. Hicks, Karrie A. Shogren, et al.. (2024). The Relationship Between Severity of Disability and Segregated Placements for Students With Complex Support Needs. The Journal of Special Education. 58(4). 208–219.

Agran, Martin, et al.. (2020). Examining Whether Student Participation in School-Sponsored Extracurricular Activities Is Represented in IEPs. Intellectual and developmental disabilities. 58(6). 472–485. 2 indexed citations

Agran, Martin, Lewis Jackson, Jennifer A. Kurth, et al.. (2019). Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors.. Grantee Submission. 1 indexed citations

Agran, Martin, et al.. (2016). “My Voice Counts, Too”: Voting Participation Among Individuals With Intellectual Disability. Intellectual and developmental disabilities. 54(4). 285–294. 24 indexed citations

Agran, Martin, et al.. (2012). Asking Students about the Importance of Safety Skills Instruction: A Preliminary Analysis of What They Think is Important. Research and Practice for Persons with Severe Disabilities. 37(1). 45–52. 10 indexed citations

Agran, Martin, Thomas R. Sinclair, Sandra Alper, et al.. (2005). Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education. Education and training in developmental disabilities. 40(1). 3–13. 58 indexed citations

Hughes, Carolyn, et al.. (2004). Supporting High School Students to Engage in Recreational Activities with Peers. Behavior Modification. 28(1). 3–27. 11 indexed citations

Agran, Martin, Sandra Alper, & Michael L. Wehmeyer. (2002). Access to the General Curriculum for Students with Significant Disabilities: What it Means to Teachers. Education and training in mental retardation and developmental disabilities. 37(2). 123–133. 112 indexed citations

Hughes, Carolyn, et al.. (2002). Using Self-Monitoring to Improve Performance in General Education High School Classes. Education and training in mental retardation and developmental disabilities. 37(3). 262–272. 63 indexed citations

10.

Copeland, Susan R., et al.. (2002). An Intervention Package to Support High School Students With Mental Retardation in General Education Classrooms. American Journal on Mental Retardation. 107(1). 32–32. 37 indexed citations

11.

Wehmeyer, Michael L., et al.. (2001). Achieving Access to the General Curriculum for Students with Mental Retardation: A Curriculum Decision-Making Model. Education and training in mental retardation and developmental disabilities. 36(4). 327–342. 27 indexed citations

12.

Wehmeyer, Michael L., et al.. (2001). Achieving Access to the General Curriculum for Students with Mental Retardation.. Education and training in mental retardation and developmental disabilities. 36(4). 30 indexed citations

13.

Agran, Martin, et al.. (2000). Promoting Transition Goals and Self-Determination through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction. Education and training in mental retardation and developmental disabilities. 35(4). 351–364. 100 indexed citations

14.

Agran, Martin, et al.. (1999). Teacher Perceptions of Self-Determination: Benefits, Characteristics, Strategies. Education and training in mental retardation and developmental disabilities. 34(3). 293–301. 106 indexed citations

15.

Martella, Ronald C., Nancy E. Marchand‐Martella, & Martin Agran. (1993). Using a Problem-Solving Strategy to Teach Adaptability Skills to Individuals with Mental Retardation. Journal of rehabilitation. 59(3). 55. 3 indexed citations

16.

Agran, Martin. (1992). Effects of Peer-Delivered Self-Instructional Training on a Lunch-Making Work Task for Students with Severe Disabilities.. Education and training in mental retardation. 27(3). 24 indexed citations

17.

Agran, Martin & Robert L. Morgan. (1991). Current transition assessment practices. Research in Developmental Disabilities. 12(2). 113–126. 7 indexed citations

18.

Salzberg, Charles L., et al.. (1987). The Transition from Acceptable to Highly Valued Worker: Behaviors of Distinction. Digital Commons - USU (Utah State University). 10(1). 23–28. 2 indexed citations

19.

Agran, Martin, et al.. (1987). Applying a technology of self-control in community environments for individuals who are mentally retarded.. PubMed. 21. 108–51. 25 indexed citations

20.

Agran, Martin. (1986). The Effects of Self-Instructional Training on Job-Task Sequencing: Suggesting a Problem-Solving Strategy.. Education and training of the mentally retarded. 21(4). 23 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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